Building & Maintaining a Strong Foundation Tier 1

1. Building & Maintaining a Strong FoundationTier 1 www.swpbis.pbworks.com

2. School-wide Positive Behavior Support is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

3. SW-PBIS Big Ideas • Commitment to serve ALL students • Set students & staff up to be successful • Proactive is better than reactive • Increase participation in school & academic success • LIMIT LOSS OF INSTRUCTIONAL TIME • Reduce use of exclusionary & punitive strategies • Time in Hall, Time in Office, Suspension, Detention • UseDatato guide decision making

4. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

5. Supporting Social Competence & Academic Achievement Elements of SW-PBIS OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

6. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

7. Team Process • PBS is active, alive -- not static • It’s not something we’ve done – it’s something we’re doing • Requires regular team meetings with a team that represents ALL school staff • Team keeps PBS alive through ongoing planning, support, and decision making to address needs as they arise • Looking at data & maintaining & developing programs to meet needs

8. Team SW - PBSGENERAL IMPLEMENTATION PROCESS Staff Feedback Agreements Data-based Action Plan Evaluation Implementation

9. Responsibilities of Team • Initially take the lead with development and implementation of SW PBS programs • Seek feedback from staff throughout development • After initial implementation • Maintain SW PBS programs • Monitor data and problem solve areas of concern • Continued development of SW-PBS programs • Plan for Tier 2 Prevention to support at-risk students

10. Time’s Up Team Discussion • What are strengths & areas for improvement in your communication w/ staff re: SW-PBIS? • How will your team continue to communicate & get feedback from your entire staff? • Identify specific ideas & be ready to share • Don’t forget about those staff members who don’t always come to staff meetings • Instr’l Assistants, Supervisors, Office staff, custodians, etc.

11. Universal PBIS SystemsThe Basics • Define school-wide expectations • Teach expectations and social-emotional competencies • Monitor and acknowledgeprosocial behavior • Provide instructional consequences for problem behavior • Collect information and use it for decision-making

12. Few positive SW expectations defined, taught, & encouraged

16. TEACHING MATRIX Expectations

17. Environmental RedesignPrevent problems & Set up Success • As you’re thinking about expectations & routines for settings…. ALSO consider environmental changes to set students up for success • Examples: • Need more waste baskets in bathrooms • Check tables & traffic patterns in cafeteria • Add another garbage & recycling station for lunch dismissal to reduce congestion • Reduce long wait in lunch line

19. Team Task: Complete TIC or BOQ & Develop an Action Plan • www.pbisapps.org • TIC for Beginning Implementers • Be prepared to share at least 2 action items identified through your TIC data

20. So What’s Next? Sustain & Build

21. Items perceived to be more important to sustainability than initial implementation • Parents are actively involved in the SW-PBIS effort (e.g. as part of team at school or district) • SW-PBIS is viewed as a part of systems already in use (as opposed to being an add-on) • SW-PBIS has been integrated into new school or district initiatives • A vast majority of school personnel (80% +) support SW-PBIS

22. Critical to SustainingHume & McIntosh, 2011 • The School team implementing SW-PBIS is well organized and operates efficiently • School personnel perceive SW-PBIS as effective in helping them achieve desired outcomes • SW-PBIS has been expanded to other areas (e.g. classrooms, buses, students w/ intensive needs, parenting workshops)

23. Predicting Sustained Implementation of SW-PBISMcIntosh et al., 2011 • School team functioning • Use of data for decision making • District Supports = coaching, professional development, & connection to a community of practice

24. Sustaining Implementation • The most critical item that contributed to sustainability “Data are used for problem solving, decision making and action planning (to make SW-PBIS more effective &/or efficient)” Hume & McIntosh, 2011

25. Team Task - Sustainability • What are steps your team needs to take to implement and sustain SW-PBIS with fidelity? • Identify 2-3 actions your team will take to promote sustained implementation… Be prepared to share with the other teams

26. Teaming & Data Based Decision Making • Team Implemented Problem Solving (TIPS) • Meeting Foundations • Purpose of the team • Define team agreements about meeting processes • Define roles & responsibilities • Facilitator, Minute Taker, Data Analyst, Time Keeper -- & Back-Ups for each role • Use electronic meeting minutes • Project minutes for Visual Guide

27. Teaming & Data Based Decision Making • Effective Data System • Precision Statement • Problem Solving & Action Items

28. Clarifying the ProblemWhen Are Problem Behaviors Occurring? Use a Custom Report or Graph for Data to make Precise Problem Statement -what grade? -what location? -what behaviors? -what students? Is there one time period, clusters of time periods, many time periods throughout the day? How do the problem times link to the schedule of activities? Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

29. Team Task • Identify 3 ways you are currently using data for decision making in your PBIS team meetings. • Discuss ways to improve your teams’ data based decision making. • What does your team need to be successful with this? • Be prepared to share

30. Expanding Implementation & Understanding of SW-PBIS

31. Equity & Culturally ResponsiveSW-PBIS

36. Two levels of disproportionality in discipline systems • Likelihood of referral to the office • Likelihood of a “consequence” that results in loss of educational minutes. • NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement. • Removing a student from school is a serious decision.

37. PBIS and Discipline Disproportionality • If schools adopt school-wide PBIS do they demonstrate improved performance for children at risk for discipline disproportionality?

38. Main Messages: • Reduction in ODRs occurred for all ethnic groups • However, racial disproportionality continued Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009

39. Equity & PBIS • Develop School-wide Expectations that fit local context • Challenge • School faculty/staff is often not representative of the community • How can we ensure that behavioral expectations are representative of the community?

40. Team Membership • Invite members of the community that represent the diversity of the community to participate as PBIS team members or as a sub-team • Identify customs representing the diverse membership of the community that can be actively built into PBIS implementation • SW Rules & Language • Behavioral Expectations • Acknowledgment System, Assemblies & Celebrations • Responses to problem behavior & Consequences

41. Representative Behavioral Expectations • Actively seek feedback and participation from community members that represent the diversity within the community • Provide an avenue for community members to provide feedback re: behavioral expectations and whether they represent the culture of community members • Hold events to seek feedback from community members • Send out expectations grids to seek feedback

42. SWIS – Ethnicity ReportDisaggregate Discipline Data x Race The Ethnicity Report is the least used report within the School-wide Information System (SWIS) Proportion of Referrals vs Enrollment By Ethnicity

43. Examining • Provide opportunities for teachers and administrators to examine their own potential biases related to research on disproportionality • Know yourself • Know your students • Review your personal data • Referrals • Responses to problem behavior & likelihood to engage/escalate

44. Team Task • Have you reviewed your discipline data with an eye toward equity &/or disproportionality? • Is this an area of concern or emphasis for your school? • If so, what actions might you take?

45. School-wide Positive Behavior Support Systems Classroom Setting Systems • BullyProofing • Parental Participation • PBIS in the Classroom • Systematic Supervision • Tier 2 & 3 Nonclassroom Setting Systems Individual Student Systems School-wide Systems

46. Bully Proofing • All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations. • Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

47. Bully Proofing • Bullying behavior typically is rewarded (maintained) by the “victims” or “bystanders” • Social attention • Social recognition • Social status • Access to physical items/ preferred activities • Bullying behavior is seldom maintained by adult attention

48. A Comprehensive Bully-proofing Model Teach a “stop” signal Staff training Individual Student Supports Universal Positive Behavior Support Define & Teach Expectations Consequences For Behavioral Errors Data System Teach “stop” routine Teach Bystander routine Teach being asked to “stop” Teach how to train “stop” Signal Teach Precorrection Teach supervisor routine Function-based support for Aggressive Student (bully) Function-based support for victim

49. Parental Involvement & Participation

50. Brainstorm for Parent Involvement & Introduction to PBS • Send home information • PBS in Parent/student handbook (see example) • Website, newsletter • Integrate PBIS into “Back to School” night • Teach parents a PBS lesson & hand out tickets for good behavior, hold a drawing